PMID: 8954609Dec 1, 1996Paper

The Relationships between Phonological Sensitivity, Syntactic Processing, and Verbal Working Memory in the Reading Performance of Third-Grade Children

Journal of Experimental Child Psychology
A GottardoL S Siegel

Abstract

The performance of 112 third-grade children was examined on tasks assessing phonological sensitivity, working memory, and syntactic processing. The children were also administered several measures of word recognition, pseudoword reading, and reading comprehension. A series of hierarchical regression analyses and commonality analyses indicated that phonological sensitivity remained a strong predictor of reading performance after variance in working memory and syntactic processing had been partialled out. However, syntactic processing failed to predict word recognition, pseudoword reading, and reading comprehension once working memory and phonological sensitivity had been partialled. The results support the phonological limitation hypothesis of Shankweiler et al. (1992) in which it is posited that correlations between reading difficulty and deficient syntactic awareness arise as epiphenomena of deficiencies in phonological processing.

Citations

Jun 1, 2005·Nature Neuroscience·Anne J SperlingMark S Seidenberg
Mar 3, 2007·Dyslexia : the Journal of the British Dyslexia Association·Monique Plaza, Henri Cohen
Sep 13, 2007·Annals of Dyslexia·Virginia A Mann, Judith G Foy
Oct 8, 2011·The American Journal of Psychology·Elisavet ChrysochoouNikolaos Tsigilis
Aug 11, 2016·Journal of Psycholinguistic Research·Daphnée SimardAnnie Bergeron
Sep 29, 2020·Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading·Mercedes SpencerLaurie E Cutting
Sep 6, 2000·The Journal of Genetic Psychology·Z Breznitz, M Leikin
Mar 30, 2001·Memory & Cognition·R Kail, L K Hall
Oct 10, 2006·Journal of Abnormal Child Psychology·S A Cruddace, P M Riddell
Jun 19, 2008·Journal of Learning Disabilities·Maureen W LovettLéa Lacerenza
Dec 9, 2003·American Journal of Speech-language Pathology·Susan RvachewJoan Heyding
Oct 21, 2004·Journal of Learning Disabilities·Michelle Y KibbyCharles J Long
Aug 25, 2004·Journal of Speech, Language, and Hearing Research : JSLHR·Vera F Gutiérrez-ClellenSusan Ellis Weismer
Oct 28, 2009·Journal of Psycholinguistic Research·Sally A Marinellie
Mar 4, 2009·Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence·Michelle Y Kibby
Jan 23, 2013·Dyslexia : the Journal of the British Dyslexia Association·Kevin K H ChungSuk-Han Lee
Dec 6, 2012·Journal of Learning Disabilities·Esther Geva, Angela Massey-Garrison
Nov 9, 2018·Dyslexia : the Journal of the British Dyslexia Association·Inés Antón-MéndezPaz Suárez-Coalla
Mar 3, 2005·Annals of Dyslexia·Anne J SperlingFranklin R Manis
Mar 14, 2000·Memory & Cognition·P ChiappeL S Siegel
Oct 23, 2004·Journal of Learning Disabilities·M M Limbos, E Geva
Apr 12, 2017·The Clinical Neuropsychologist·Jala RizeqMaggie E Toplak
Apr 30, 2019·Clinical Psychological Science : a Journal of the Association for Psychological Science·Lang ChenVinod Menon
Nov 17, 2009·Annals of Dyslexia·Rebecca WiseheartLinda J Lombardino
Dec 28, 2007·Journal of Child Neurology·Michelle Y KibbyGeorge W Hynd
May 23, 2020·The British Journal of Educational Psychology·Suzan NouwensLudo Verhoeven
Feb 12, 2021·Dyslexia : the Journal of the British Dyslexia Association·Shelby Pollitt, Gina Harrison
Sep 4, 2018·International Journal of Pediatric Otorhinolaryngology·Soodeh Khoramian, Zahra Soleymani

❮ Previous
Next ❯

Related Feeds

Aphasia

Aphasia affects the ability to process language, including formulation and comprehension of language and speech, as well as the ability to read or write. Here is the latest research on aphasia.